PAC 799B Module 6 Chapter 5: Discussion and Implications Example

Reviewed by Frances Ledbetter, MA Aspen University Updated October 2026

This PAC 799B Module 6 sample paper interprets the results of Avery's capstone at the fictional Pine Hollow jail in Georgia, where the share leaving with naloxone climbed from 38 to 81 percent once kits went into property bags automatically. The sixth module of Aspen University's addiction studies capstone asks students to explain what their findings mean and for whom. Johnson and Goldstein's account of why defaults work, by removing effort, signaling a recommendation and sparing an awkward choice, fits what released people described. Walley and colleagues' finding that wider naloxone reach meant fewer deaths, Bird and colleagues' Scottish evaluation and McDonald and Strang's review suggest why the change matters. Binswanger and colleagues remind readers of the stakes.

CoursePAC 799B Addiction Studies Capstone
ModuleModule 6
Paper typeCapstone Chapter 5
LengthAbout 1,065 words, 6 pages
FormatAPA 7 student paper
SchoolAspen University
ProgramPsychology and Addiction Studies
UpdatedOctober 2026

Free sample paper for PAC 799B Module 6

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Chapter 5: Why a Packed Bag Changed the Answer

Student Name

Psychology and Addiction Studies Program, Aspen University

PAC 799B: Addiction Studies Capstone

Instructor Name

Month Day, Year

What this page is doingThe chapter heading states the central interpretation in plain words. APA 7 student title page.
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Chapter 5: Why a Packed Bag Changed the Answer

Summary of Findings

At Pine Hollow, the imaginary Georgia county jail of this capstone, fewer than two in five people with opioid use histories left with a naloxone kit under the opt-in offer. Uptake was lowest at night and among people released from court. People described the release desk as a place where a kit could only be accepted in full view of officers, and night and court releases as too rushed for the offer to register. After kits were packed by default, about four in five left with one, the change appeared at once and lasted through the follow-up, while the night gap almost closed. About one in five still declined.

Why the Default Worked

Johnson and Goldstein (2003) proposed three reasons that defaults change choices: they require no effort, they may be read as a recommendation and they spare people an active decision. Each appeared in what people said. The effort of asking for or agreeing to a kit was removed; it was simply in the bag. Several people described the packed kit as a sign that the jail expected them to have it, a form of implied recommendation. And the theme "not in front of them" points to the third reason: under opt-in, accepting a kit required a public act that felt like a confession, while under opt-out, keeping the kit required nothing. The near-closing of the night gap fits the same account. At night, when releases were rushed and the offer barely heard, the default did not depend on a conversation that had no time to happen.

Why Uptake Matters

The project measured uptake, not deaths, and cannot show that the change saved lives. But the literature suggests why uptake matters. Binswanger et al. (2007) showed the extraordinary overdose risk in the first weeks after release. McDonald and Strang (2016) judged that putting naloxone in the hands of people at risk lowers the death toll from overdose. Walley et al. (2013) found that communities where naloxone programs enrolled more people had larger reductions in overdose death rates, suggesting that reach is part of what makes such programs work. Bird et al. (2016) add that after Scotland began supplying naloxone at prison release, the proportion of opioid deaths that happened in the month after leaving prison went down. Doubling the share of people who leave Pine Hollow with a kit increases exactly the kind of reach these studies associate with fewer deaths, though whether it does so here remains to be shown.

What this page is doingThe result is a change in who leaves holding an antidote; the literature, not this project, links that to survival.
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The People Who Still Declined

About one in five people still left the kit at the desk. Their reasons, fear of being stopped by police with it and not wanting a record of taking it, differ from the reasons people declined under opt-in. Under opt-in, many seem not to have engaged with the offer at all; under opt-out, those who declined made an active choice, often from fear of consequences. This suggests the default captured people who were indifferent or embarrassed, while those with specific fears remained. Addressing those fears requires something other than a default: clear information that carrying naloxone is legal, perhaps printed on the kit, and offering kits through the peer organization after release for people who prefer not to carry one out of the jail.

Comparison With Expectations

Chapter 2 noted that most evidence on naloxone at release counts kits distributed and that no study had tested an opt-out offer in custody. The size of the change, about 43 points, is large compared with many health interventions, but consistent with the large default effects Johnson and Goldstein reported. The absence of any gradual trend after the switch, a step rather than a slope, also fits a default effect, which acts at once rather than building over time as a training or awareness effort might.

The Researcher's Position

As a case manager at the jail, Avery hoped the change would work, and that hope could have shaped the reading of interviews. Two safeguards limited this. The reflexive journal recorded expectations before the analysis began, including a prediction that uptake would reach about 60 percent, well below what occurred. And the peer mentor's review of the themes came from someone outside the jail. The size of the change surprised Avery, which is some evidence that the result was not read into the data.

Implications for Practice

For Pine Hollow, the findings support keeping the opt-out offer as standard and preserving the steps that made it work: the eligibility flag, the daily release list for court releases and the property room checklist. For release desk staff, the script matters; a neutral statement that the kit is in the bag avoided the confession that the old offer required. For re-entry staff, the people who still decline should be offered a kit by the peer organization after release.

Implications for Policy

For the county health department and jail administrator, the findings support a written policy making opt-out naloxone standard at release, with a guaranteed supply, since a three-day shortage interrupted delivery. Other jails in the state could adopt the same procedure at low cost.

How the Findings Fit the Corrections Literature

The findings also sit alongside the broader evidence that action inside correctional settings can change what happens after release. The studies reviewed in Chapter 2 concerned whole systems, a national program or a statewide jail and prison system, while this project concerned one release desk. That difference in scale is a reminder that small procedural details, such as where a kit is placed and what a nurse says, may decide whether a policy ever touches the people it was written to protect. Large programs are built from many such desks.

Implications for Research

Future research should follow what happens to kits after release, whether they are carried, given to family or used, and should link release records to overdose outcomes in larger systems where numbers allow. Research should also test ways to reach the people who decline even under opt-out.

Conclusion

The opt-out offer changed the answer because it changed the question people faced at the release desk, from a public choice to accept to a private choice to refuse. The result fits Johnson and Goldstein's account of defaults, and the literature on naloxone reach and release suggests why it matters. The people who still declined point to the next step.

References

Binswanger, I. A., Stern, M. F., Deyo, R. A., Heagerty, P. J., Cheadle, A., Elmore, J. G., & Koepsell, T. D. (2007). Release from prison: A high risk of death for former inmates. New England Journal of Medicine, 356(2), 157-165. https://doi.org/10.1056/NEJMsa064115

Bird, S. M., McAuley, A., Perry, S., & Hunter, C. (2016). Effectiveness of Scotland's National Naloxone Programme for reducing opioid-related deaths: A before (2006-10) versus after (2011-13) comparison. Addiction, 111(5), 883-891. https://doi.org/10.1111/add.13265

Johnson, E. J., & Goldstein, D. (2003). Do defaults save lives? Science, 302(5649), 1338-1339. https://doi.org/10.1126/science.1091721

McDonald, R., & Strang, J. (2016). Are take-home naloxone programmes effective? Systematic review utilizing application of the Bradford Hill criteria. Addiction, 111(7), 1177-1187. https://doi.org/10.1111/add.13326

Walley, A. Y., Xuan, Z., Hackman, H. H., Quinn, E., Doe-Simkins, M., Sorensen-Alawad, A., Ruiz, S., & Ozonoff, A. (2013). Opioid overdose rates and implementation of overdose education and nasal naloxone distribution in Massachusetts: Interrupted time series analysis. BMJ, 346, Article f174. https://doi.org/10.1136/bmj.f174

What the PAC 799B Module 6 instructions ask for

The sixth module of PAC 799B usually asks for Chapter 5, interpreting your results against the literature and stating implications. The Module 6 instructions in your Aspen course set the format; the jail here is invented. Restate the main findings briefly. Interpret each in light of your framework and the studies in Chapter 2, noting agreement and difference. Discuss unexpected or negative results. Set out implications for practice, policy and research, specifically. Stay inside what your design can show. Keep detailed limitations and recommendations for their own section if your template separates them. Cite every source in APA 7. Explain any finding that runs against your framework; the people who declined even a default are often the most informative part of a study.

How this PAC 799B Module 6 example is built

Uptake at the composite jail rose from 38 to 81 percent, and the night gap nearly closed. Johnson and Goldstein's Science article explains the result through effort, implied recommendation and avoided choice, each echoed in interview themes. Walley and colleagues' BMJ study links reach to fewer deaths, and Bird and colleagues' Scottish evaluation links naloxone at release to fewer deaths soon after. McDonald and Strang's review supports kits as effective. Binswanger and colleagues frame the stakes. The one in five who still declined, often from fear of police, is discussed. Implications cover jail practice, county policy and research on what happens to kits after release. A short section on the researcher's own role reflects on how working at the jail shaped the reading of the results.

Reading the PAC 799B Module 6 grading rubric

Discussion chapters earn credit for interpretation grounded in the results and the literature, honest discussion of unexpected findings and specific implications. This example ties each explanation of the result to interview evidence and to a named mechanism from the framework. It compares the finding with the literature without claiming effects on deaths that were not measured. The people who still declined are treated as a finding, not an embarrassment, and connected to a practical implication. Implications name who should do what. The chapter stays within the design's limits, leaving detailed limitations for the next section. A reflexive paragraph on the student's insider role shows awareness that hopes for the change could have colored the interpretation.

Common PAC 799B Module 6 mistakes, and how to avoid them

Discussion chapters often restate results at length or claim more than the design supports. Restate briefly, then interpret. Use your framework to explain why results came out as they did. Compare with the literature, including where your results differ. Treat unexpected and negative results seriously. Make implications specific: who should do what, and why. Do not claim effects on outcomes you did not measure. End each section by stating plainly what the finding means for practice, since busy readers may skim the rest; a discussion that never says what to do leaves the work unfinished. If you work in the setting, reflect briefly on how your role may have shaped what you saw and what you concluded.

Write yours, or have the desk draft it

This paper is an original model document written by our desk, not a submitted student paper and not an official Aspen University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.

More PAC 799B and Psychology and Addiction Studies sample papers

PAC 799B Module 6 questions, answered

What does PAC 799B Module 6 usually ask for?

Aspen's PAC 799B covers Chapter 5, discussion and implications, in this module, so interpreting results against the literature and stating implications is typical. Read your Module 6 prompt.

Why do opt-out defaults change behavior?

Johnson and Goldstein proposed three reasons: defaults require no effort, may be read as recommendations and spare people an active and possibly uncomfortable choice.

Does more naloxone distribution reduce deaths?

Walley and colleagues found Massachusetts communities with greater enrollment in naloxone programs had lower overdose death rates, with larger reductions at higher enrollment.

Where can I find a free PAC 799B Module 6 sample paper?

The full Chapter 5 is on this page: interpretation of the uptake results, the people who still declined and implications for three audiences.

How do I write implications in a capstone?

Name the audience, say what they should do and connect each recommendation to a specific finding.